Date of Award
Doctor of Education in Educational Leadership (Ed.D.)
David G. Title, Ed.D.
Suzanne Marmo, Ph.D.
Dianne Mumback, Ed.D.
The demands for teachers to integrate social-emotional concepts into the classroom have never been higher, yet there is little formal or informal professional development dedicated to developing competence in this domain. This mixed-methods study examined the impact of an ongoing, professional development series on the confidence and competence of teachers to integrate social-emotional instructional strategies into the classroom. Although a small sample size, participants reported increased confidence in integrating SEL concepts, noted the overall quality of their instruction improved, perceived increased support from school administration, and reported the model of professional development delivery as effective. This study suggests the merits of districtwide implementation of professional development that follows the study design and positions the original participants well to serve as facilitators for colleagues. Further, the positive results of this early stage of research support continued measurement of related outcomes for students in the classrooms of educators who have participated in this type of training, particularly in highly diverse schools.
Dahlstrom, K. S. (2022). Put your own mask on fIrst: A supportive group-based experience for teachers developing competence in employing SEL in the classroom [Doctoral dissertation, Sacred Heart University]. https://digitalcommons.sacredheart.edu/edd/9/
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.